Resources Major

Components Planned Activities Short Term Outcomes

At The End of the Program

1.1 Eligible Students

5th grade students receiving

string instrument instruction as

a standard component of

Mitchell Elementary music

curriculum.

1.2 Resources

• Children

• Musical instruments and

resources

• School music teacher

• U-M School of Music,

Theatre & Dance (SMTD)

music instructors and

instructor interns

• SMTD instructors have

experience in El Sistema

• U-M School of Social Work

(SSW) graduate students

• Parent and community

support

• Performance audiences

• Elementary school

• Safe environment

• Professional development

• Transportation by bus

• Afternoon snacks

1.3 Funding

• U-M Third Century Initiative

1.4 Partners

• Ann Arbor Public Schools

• U of M SMTD

• U of M SSW

• U of M School of

Education

3.1 Instruction planning time

3.2 Four days per week of music

instruction October-April

3.3 Group lessons provided by

SMTD graduate students

• Violin/Viola Instructor

• Cello Instructor

3.4 Principal and Music Teacher

offer support and instruction

with student participation,

supervision, and family

connections

3.5 Transportation home by bus

3.6 Instructors plan all student,

guest, civic & performances

3.7 4 music performances held at

Mitchell Elementary

3.8 Program performance finale

hosted at U-M April 22nd

3.9 Guest musical performances

3.10 Students attends community

musical performances

3.11 SMTD students provide

music instruction using an

emergent curriculum

3.12 SMTD uses a train-the-

trainer model

3.13 Instructors and trainees serve

as role models for students

3.14 Bus parents to attend student

performances

3.15 Parents ensure students

attend the program

3.16 SMTD will capture the

community buzz through

media publications

Theory of Change: If children participate in regularly and extensive in high-quality, ensemble-based music education, they will develop a strong sense of personal agency and sense of

community through developing musical literacy. Landin, A., et al (2013). Say Yes to Assess: An Exploration in El Sistema-Inspired Assessment Practice, Sistema Fellows Program at New England Conservatory.

Need for Program: Most children in this community don’t have the resources to obtain private lessons and don’t have opportunities for arts or culturally enriched extracurricular

activities. This community experiences varying levels of poverty, social fragmentation, and limited opportunities to participate in musical/cultural performances. There is also a need to

development a Social Engagement curriculum of greater depth for SMTD students.

El Sistema Program Logic Model: October 2013 (FINAL)

Elementary Students

4.1 Learn to read and

comprehend music

4.2 Develop collective music

making skills

4.3 Develop an appreciation for

music

4.4 Build friendships and

relationships

4.5 Experience community

through ensemble music-

making

4.6 Experience achieving success

through hard work

4.7 Actualize self-development

4.8 Improve executive

functioning skills

4.9 Demonstrate personal

responsibility, self-care,

respect for themselves and

others.

School Community

4.10 Establish a connection to a

national movement

4.11 Develop stronger connections

with students, families, and the

community

4.12 Generate additional resources

SMTD Graduate Students

4.13 Obtain experience teaching

diverse populations/communities

4.14 Obtain experience working in

school communities

4.15 Develop an increase interest as

part of the community.

4.16 Recognize the intrinsic value of

working in non-traditional music

settings.

Long-Term Outcomes

Thriving performance-

based and collective musical

culture

• Strong music and cultural

curriculum

• Active participation in

music-making

• Reductions in attrition

rates among music

students going to middle

and high school

Stronger schools

• Reductions in disciplinary

actions

• Improved attendance

• Improved overall school

performance

• School pride

Individual and collective

empowerment

• Improved academic

outcomes

• Improved relationships

Enriched Social

Engagement curriculum for

U-M SMTD’s students

• Increase opportunities for

students to provide

instruction across

community settings

• Increase students

employability through

traditional and non-

traditional curricula

• Enhance SMTD

curriculum by developing

social engagement

training modules

Intermediate

Outcomes

2.2 Performances

2.4

Parents

&

Community

2.3

Graduate

Student

Instruction

2.1

Music

Instruction

Graduate

Students

Develop a

Sense of Social

Consciousness

Sense of

Personal

Agency

Sense of

Community

Musical

Literacy

Cultivate a

Strong Sense

of School

Pride